Students with Speech, Language and Communication Difficulties

Description of Student
  • A diagnosis or awareness of a speech and language difficulty.
  • Speech is understood by others but with some immaturities, which at times interferes with the acquisition of literacy and/or creates mild social difficulties.
  • The teacher has evidence that the student's language is delayed and/ or vocabulary and comprehension are poor.
  • Needs some encouragement to take responsibility for own learning and to collaborate with peers in curriculum activities.
  • Needs some support to listen and respond to longer explanations and sequences of information in a whole class situation.
  • Sometimes develops and explains own ideas clearly, but may need support to contribute successfully to discussions and/ or to use vocabulary precisely and effectively.
The types of intervention and support
  • All teachers are teachers of children with special educational needs (COP 5:2)
  • Whole school awareness and understanding of how to support speech, language and communication difficulties in school.
  • Students with speech, language and communication difficulties will access strategies and resources typically available in the ordinary classroom e.g. visual prompts, vocabulary lists, definitions, task management strategies, extra time to process information and respond.
  • Tasks may need to be differentiated by level/outcome/pitch/pace and grouping.
  • May need literacy support.
  • Staff are skilled at selecting appropriate methods and materials into their lesson plans to ensure access across the curriculum for students.
  • Staff are skilled in adjusting the pace and order of activities to maintain interest and attention.
  • May require some additional support from Learning Support Assistants in lessons.
  • May benefit from focused/small group intervention from Aspire which focusses on topic vocabulary and social communication skills (Word Aware, Talk About, Lego® Play Therapy)
  • May benefit from more targeted and individual intervention such as Narrative intervention and Language for Thinking.
  • May benefit from attending Break and Lunch Time Club, which focusses particularly on developing social interaction and communication skills.
The learning environment
  • Simple changes to the classroom environment to support the individual.
  • Sensitively placed when working in groups.
  • Staff to consider individual seating arrangements.
Partnership with parents, carers and other agencies
  • Possible involvement from the Worcestershire Speech and Language Therapy Team.
  • Review meetings with the young person, parents and external agencies (as appropriate).
Progress indicators
  • The student is able to access curriculum content.
  • The student is making expected levels of progress, which is in line with their peers.
  • The student is fully integrated in lessons.
  • The student is able to contribute more confidently in lessons.
  • The student is able to integrate positively with their peers.
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